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THIG- 



SENTENCE METHOD 
OF TEACHING 

READING, WRITING AND SPELLING 

A MANUAL FOR TEACHERS 



QEOROE L. FARNHAM, M. A. 

FORMER PRINCIPAL STATE NORMAL SCHOOL, PERU, NEB. 



Third Edition. From Entirely New Plates 




AUS ^1 189S 



f- -. 



SYRACUSE, N. Y. H 

C. W. BARDEEN, PUBLISHER 
1895 



Copyright, 1881, 1895, by C. W. Bardeen 

V. 



iv THE SENTENCE METHOD 

fore, and few of them became good spellers. The 
two systems of analysis, phonic and graphic, had so 
little in common that permanent confusion was pro- 
duced in the mind. 

The word method, next tried, was much more 
productive of good results than any that had pre- 
ceded it ; yet by this method words were treated as 
units, independent of sentences, and reading almost 
of necessity became a series of independent pronun- 
ciations, perpetuating the mechanical results of the 
old methods. 

These experiments and their result led to further 
investigation, especially in the line of psj^chology. 
From a close observation of the action of the mind, 
and of the relations of language to thought, it was 
seen that the unit of thinking is a thought, and 
therefore that the unit of expression is a sentence. 
The obvious deduction was, that the sentence ought 
to be made the basis of reading. 

In 1870 a series of experiments was instituted in 
tlie schools of Bingham ton, N. Y., to subject this 
theory to a practical test. The results far exceeded 
expectation in the direct teaching of reading, spell- 
ing, and writing ; and led to other results in awak- 
ening mind and in influencing conduct which were 



PREFACE V 

unexpected and gratifying. It is safe to assume 
that the problem how to teach these branches suc- 
cessfully has been solved. 

This little manual is substantially a record of the 
plans adopted, and of the principles involved in these 
experiments at Binghamton. It is published with 
the hope that it may prove a help to those who have 
no time or opportunity for original experiment, and 
an incentive to further investigation in this direc- 
tion. 

The author hereby expresses his obligations to his 
friend James Johonnot, for valuable assistance in 
the final preparation of this work. The large ex- 
perience of this gentleman as an educator, and his 
sound judgment in all matters of education, w^ere 
constantly laid under contribution when tliis i)rob- 
lem was worked out. 

Council Bluffs, Iowa, January 1, 1881. 



INTRODUCTION 



Goethe says, " Let uo man tliiuk he can conquer 
the errors of his youth. If he has grown up in 
enviable freedom, surrounded by beautiful and 
worthy objects ; if his masters have taught him 
what he first ought to know for more easily com- 
prehending what follows ; if his first operations 
have been so guided that, without altering his hab- 
its, he can more easily accomplish what is excellent 
in the future ; then such a one will lead a purer, a 
more perfect and happier life than another man 
who has wasted his youth in opposition and error." 

This statement is an admirable summary of our 
most advanced ideas concerning education. In our 
educational processes we have but to ascertain the 
manner and order in the use of intellectual faculties 
and power in performing real life work, and then 
guide and direct the study of the youth, that they 
may acquire the use of their powers in the same 
manner and order. 

Some years since, wdiile engaged in a business 



INTRODUCTION VI 1 

that brought me in contact witli large numbers of 
hterary, business, and professional men, I instituted 
a series of inquiries in regard to their habits of read- 
ing, writing, and spelling. From the answers re- 
ceived several items of interest were evolved. 

First, Spelling. My question was ''When in 
doubt in regard to the spelling of a word, how do 
you assure yourself? " The answer, in substance, 
was, " I write the word, and when it looks right, I 
assume it is correct." Upon further questioning, 
they were unanimous in the statement that they had 
adopted this method as a necessity after they had 
left school and entered upon the active duties of life. 
Only three or four, out of some hundreds questioned, 
thought of the word as they had learned it from the 
spelling book, and these were teachers. 

Second, Reading. In regard to reading I found 
that most of those who had learned to read in school 
were slow readers, pronouncing the word mentally, 
if not aloud. Many found it difficult to take in the 
author's meaning without pronouncing the words 
audibly. On the other hand, those who had learned 
to read at an early period before attending school, 
and many of whom could not remember the time 
they could not read, were rapid readers. Their eye 



/lii THE SENTENCE METHOD 

would pass over the page with httle or no conscious- 
ness of the words, and they would take in the 
thought of the author much more rapidly than if 
the words were pronounced. These persons had 
acquired the art of reading without conscious effort 
on their part or on the part of others. Such persons 
could always spell, and they were ahle to detect a 
misspelled word in the most rapid reading. They 
were also usually fluent writers. 

Third, Penmanship. The results of observation 
and inquiry in regard to penmanship were equally 
interesting. Persons who do much of original com- 
position are seldom good penmen. I have never 
found a person who composed in the hand taught 
and practised in school. Most who practised some 
one of the conventional systems for years in schools, 
abandoned it when called upon to perform real 
work, only to acquire a hand ugly in appearance, 
and difficult to decipher. 

The conclusions drawn from these facts are : — 
First. That the methods in spelling and pen- 
manship, upon which so much time and labor have 
been bestowed in the school, are laid aside the mo- 
ment the student enters upon the active duties of 
life ; and that for the performance of these duties 



INTRODUCTION IX 

he is obliged to form new habits under the most 
unfavorable circumstances. 

Second. That there is sufficient uniformity in the 
methods practised in after life, and adopted without 
instruction, to warrant the assumption that they are 
best adapted to real work, and therefore should re- 
ceive attention from educators. 

Third, That in reading, the work of the school, 
with all its rules and systems, is immeasurably in- 
ferior in results to the unsystemized and incidental 
work of the home. 

Fourth, That where habits have been established 
b}^ school drill they often prove hinderances rather 
than helps, and ever after there is vain endeavor to 
escape from their thraldom. 

It is in view of these facts, more or less distinctly 
recognized, that experiments are being extensively 
made to bring our schools more into harmony with 
the real activities of mature years ; to give to the 
pupil not only the tools of knowledge, but the 
mastering of the use of these tools in the discovery 
of knowledge and its application to human 2:)urposes, 
precisely as he must do in any vocation to which he 
may apply himself. 

The design of this manual is to aid in this work. 



X ■ THE SENTENCE METHOD 

It is hoped it may prove a help to many teachers 
who have long been conscious of the defects of the 
old systems, but have not had time or opportunity 
to work out a method satisfactory to themselves. 
The methods here presented are not merely theoret- 
ical. They were elaborated after careful study and 
then subjected to experiment and correction, and as 
here given they are such as have survived the or- 
deal and have borne abundant fruit. 

It is believed that parents will find here a simple 
process of teaching reading, writing, and composition 
to their children which will cause little interruption 
of the daily duties. Indeed the well regulated home 
is without doubt the best primary school. 



THE SENTENCE METHOD 

OF TEACHING 

Reading, Writing, and Spelling 



CHAPTER I 



FIRST PRINCIPLES 

Definition. Reading consists : — first, in gaining 
the thoughts of an author from written or printed 
language : — second, in giving oral expression to these 
thoughts in the language of the author, so that the 
same thoughts are conveyed to the hearer. 

It is important that this two-fold function of read- 
ing should he fully recognized. The first, or silent 
reading, is the fundamental process. It is often 
called " reading to one's self/' a phrase significant 
as indicating a wrong conception of the true end to 
be accomplished. The second, oral reading, or 
" reading aloud," is entirely subordinate to silent 
reading. While oral expression is subject to laws 

(11) 



12 THE SENTENCE METHOD 

of its own, its excellence depends upon the success 
of the reader in comprehending the thought of the 
author. The importance of these distinctions is so 
great that I will consider them in detail. 

Silent, or Eye Reading. It is scarcely possible 
to exaggerate the importance of correct " eye read- 
ing ; " — of the ability to look over the written or 
printed page, and, with the least possible conscious- 
ness of the words used, fully to comprehend the 
thoughts expressed. 

A common process is indicated by the expression, 
*' reading to one's self." This means the translation 
of written into oral language. The reader either 
pronounces each word so that he can actually hear 
it, or he thinks of the pronunciation. In either case 
the thought is not formed in his mind directly 
through the written language, but indirectly after 
the written words have been changed into oral ex- 
pression. This process is slow and laborious, it be- 
comes painful when long continued ; and its i)rac- 
tice will account for the antipathy which so many 
persons have to reading books and articles of con- 
. siderable length. 

The object in teaching should be to make every 
pupil an eye reader, — to give him the ability to look 



FIRST PRI>X'IPLES 13 

directly through the written expression to the mean- 
ing, or to detect at once the unknown elements that 
prevent the accomplishment of this object. 

A New Use of the Eye. The ordinary function of 
the eye is to take in the visible characteristics of ob- 
jects. This is the use to which all children have 
become accustomed, and they form judgments in ac- 
cordance with perfect confidence. No child doubts 
his ability to distinguish his friends, his toys, or an}^ 
object to which he may direct his attention. Through 
this sense, aided by touch, he comes into possession 
of most of his knowledge of the external world. The 
knowledge so obtained is direct and tangible. 

With hearing it is different. While the ear rec- 
ognizes sound as sound, it has been accustomed from 
the earliest period to recognize thought through the 
sound of oral language, until the thought becomes 
primary in one's consciousness, and the sound of 
language secondary. Indeed, language becomes so 
purely representative of thought, that, as sound, it 
scarcely appeals to consciousness. The child associ- 
ates speech with thoughts divined from his experi- 
ence, and never regards it as having a separate 
existence. The words he hears quicken thouglit 



14 THE sentp:X("K method 

into conscious activity, and he in turn is impelled 
to express his thought hy the use of words. 

The child has come into possession of his powers, 
both of thought and of expression, by a gradual and 
unconscious process. He has simply been shaped by 
his surroundings. By association with those who 
talk, he has acquired the power of understanding 
speech and of speaking. The kind of speech which 
he hears, whether perfect or imperfect, he repro- 
duces. 

This fact should be distinctly understood and re- 
alized. The powers of speech and of understanding 
what is said, both come to the child by a process so 
simple and natural that he is conscious of no effort 
to acquire them. Speech, objectively considered, is 
only a combination of sounds uttered in quick suc- 
cession, having not the slightest resemblance to the 
thoughts represented ; but by the child it is under- 
stood with exactness and uttered with precision. The 
whole complicated process is matured without effort, 
and without the intervention of teachers. 

To make the eye perform the office of the ear, and 
the hand tliat of the organs of the voice, is the prob- 
lem that presents itself in attempting to teach a child 
to read and to write. The vital point is so to change 



tlie function of the eye that it will look ujDon written 
or printed characters, not as objects to be recognized 
for their own sake, but as directly calling past ex- 
periences into conscious being, and so becoming rep- 
resentative of thought. All the efforts of the teacher 
should be directed to this end. 

At this point our education has often failed. The 
process of translating the written language into 
speech is so slow and difficult that a large share of 
the pupils of our schools are condemned to compara- 
tive ignorance. The words as they appear have no 
meaning to them. One wdio has acquired the power 
of directly receiving thought from the printed page, 
is endowed with a new intellectual faculty. His 
eye flashes along the pages of a book, and he com- 
prehends whole sentences at a glance. It would not 
do to say that these rapid readers do not understand 
what they read. The fact is they understand much 
better than the slow reader. The mental power, be- 
ing relieved from the necessity of translating, con- 
centrates itself upon the thought, and the thought 
is understood and remembered. Our endeavor 
should be to give the pupils this power of eye read- 
ing from the first, so that they may continually 
profit by it and have no evil habits to overcome. 



10 THE SENTENCE METHuD 

Oral Reading. When the habit of sight reading 
is acquired, oral reading will need but little atten- 
tion. The oral expression is subordinate to correct 
eye reading, and its acquisition is largel}^ incidental. 
When the pupil has power to take in the thoughts 
from the printed page directly, he will have but 
little difficulty in giving it proper oral expression in 
the language of the author. The pupil, being under 
the control of the thought obtained, must read the 
thought as naturally as he speaks. 

In oral reading there are always two parties, the 
readers and the hearers. It is as important that 
pupils should be taught to obtain thoughts by listen- 
ing as by reading ; and to this end the other mem- 
bers of the class should close their books while one 
is reading, the test of the value of the exercise being 
their ability to reproduce the thoughts which they 
have heard. 

Writing. While the pupil is acquiring this new 
use of tlie eye, and learning to read in the true sig- 
nificance of that term, he should be taught to write. 
This process is simply the production of the forms 
which represent thought, and Avhich quicken thought 
in him. While silent reading is analogous to ob- 
taining thought from the speech of others, it should 



FIRST PRINCIPLES 17 

be SO presented to the pupil that he acquires it un- 
consciously while endeavoring to express his thought, 
and the exercise should be continued until the habit 
is formed of the hand responding as directly as the 
voice to the mind and to the mandates of the will. 

First Principle. The first principle to be ob- 
served in teaching written language is that " things 
are cognized as wholes." Language follows this 
law. Although it is taught by an indirect process, 
still, in its external characteristics, it follows the law 
of other objects. 

The question arises, what is the whole ? or what 
is the unit of expression? It is now quite generally 
conceded that we have no ideas not logically associ- 
ated with others. In other words, thoughts, com- 
plete in their relations, are the materials in the mind 
out of which the complex relations are constructed. 

It being admitted that the thought is the unit of 
thinking, it necessarily follows that tJie sentence is the 
unit of expression. One can assure himself of the 
eorrectness of this view by watching the operations 
of a little child, even before it is able to talk. You 
may give such a child any direction which you ex- 
pect will control its action, and leave out any j^art 
of the sentence that is essential to its completeness, 



18 THE SENTENCE METHOD 

and the child will not be influenced by it. It is 
true that elliptical expressions are sometimes used, 
but the missing portions are supplied in the mind, 
before action is produced. Let any one attempt to 
remember a series of words so arranged as to ex- 
press no complete thought, and he will see how ab- 
solutely we are dependent uj)on the logical arrange- 
ment of language. A speaker will have no diffi- 
culty in making himself understood in any part of 
a large room, if he addresses the audience in con- 
nected and logical discourse. No one listening will 
be conscious of losing a single word of what is said. 
But let the same reader attempt to read the names 
of a dozen persons, or give a list of disconnected 
words, and he will hardly be able to pronounce them 
with sufficient distinctness to be understood, without 
repetition. 

Socoiul Principle. A second principle is, we ac- 
quire a knowledge of the j)a?'fe of an object by first 
considering it as a whole. Repeated recognitions re- 
veal the characteristics of the whole, so as to separate 
it from other things. We descend from the contem- 
plation of the whole to the parts that compose the 
whole. Otherwise the parts would be more distinctl}^ 
remembered than the whole. But this is contrary 



KIRST PRINCIPLES 19 

to experience. AVe have no difficulty in distinguish- 
ing one person from another, but if called upon to 
state exactly in what this difference consists we 
should be at a loss for a satisfactory reply, unless 
we have made the matter an object of special atten- 
tion. 

That words are no exception to this rule is ob- 
vious from the almost universal practice of writing 
out the word and looking at it as a wliole to deter- 
mine whether it is properly spelled. We have more 
confidence in our judgment of the appearance of a 
word as a whole, than in our ability to reproduce 
it in detail, notwithstanding this latter method is 
tlie one in which we have been drilled. 

The sentence, when properly taught, will, in like 
manner, be understood as a whole, better than if 
presented in detail. The order indicated is, first 
the sentence, then the words, and then the letters. 
The sentence being first presented as a whole, the 
words are discovered, and after that the letters com- 
posing the words. 

Third Piinciple. The third principle is that 
while language, oral or written, follows the laws of 
other objects so far as its material characteristics are 
concerned, it differs from other objects studied for 



20 THE SENTENCE METHOD 

their own sake, by being representative in its char- 
acter. While it is to be recognized, it must be so 
recognized as to make the thought expressed by it 
the conscious object of attention. 

In oral speech this is already the case. The writ- 
ten language is to be so acquired that the same re- 
sults will follow. To do this, it must be taught Ijv 
an indirect process. The language must be learned 
while the attention is directed to the thought it rc})- 
resents. 

RECAPITULATION 

First. — Things are recognized as wholes. 

Second. — Parts are recognized while contem})latiiig 
the wholes. 

Third. — The whole or unit in language is the 
sentence. 

Fourth. — Words, as parts of a sentence, are dis- 
covered while recognizing the sentence. 

Fifth. — Letters are discovered while contemplating 
words. 

Sl.vth. — Language, especially written language, is 
to be learned indirectly, while the attention is di- 
rected to the thought expressed. 

Practical Hints. Before attempting reading, a 
child sliould be able to use language with considera- 



FIRST PJMNCIPLES 21 

ble care and fluency. Few children attain this 
power before the age of six years. The child must 
also be made to feel at home in the school room and 
in the presence of his teacher. Without this free- 
dom, the teacher can never judge correctly concern- 
ing the mental condition of the child. The timidity 
and self-consciousness of pupils wdien first entering 
school, cannot be overcome by direct teaching. The 
change of condition from home to school should be 
made as slight as possible, and the teacher should 
study to enter into the thoughts and feeling of the 
child. AVhen sympathy is fully established between 
teacher and pupil, and the j)upil feels as unrestrained 
as at home, the conditions for successful teaching 
are secured. 

The class should be as devoid of formality and 
constraint as is consistent wdth the successful work- 
ing of the school. Order for order's sake is not de- 
sirable. Requiring pupils to " toe the mark "or to 
assume any precise attitude distracts their attention 
from the lesson in hand, and tends to make machines 
of them and to deprive them of all spontaneity in 
action. 

Children of ordinary health and intelligence are 
always active. To compel quiet for any consider- 



22 THE sp:xtencp: method 

able time is to do violence to child nature. Neglect- 
ing to provide for natural and necessary exercise is 
to convert the school room into a prison house. The 
mistake is often made of making education consist 
of repression instead of development, and natural 
activities indispensable to achievements are ruth- 
lessly sacrificed to an ideal discipline, where quiet 
must be maintained at all hazards. 

Slates and pencils are acknowledged necessities, 
and as the child acquires the use of his powers they 
will be in constant requisition. Provision should 
also be made for the unconstrained exercise of the 
pupils, that will interest them and not disturb the 
school. A vacant corner in the school room, or a 
platform raised a few inches above the floor and 
supplied with blocks for the children to play with, 
would meet this demand. Building blocks may be 
easily and cheaply obtained by taking a common 
board dressed on both sides, three-fourths of an inch 
thick, and sawing it into strips one and one-half 
inches wide. These strips should then be sawed into 
pieces three inches long, giving to the blocks the 
relative proportion of bricks. A few pieces should 
be left six inches long, and a few of the common 
bricks sawed in two, to give variety to the combina- 
tions made. 



CHAPTEK J I 



EXERCISES BEFORE BOOKS ARE USED 



FIRST STEP 

The object of this step is to awaken thought in the 
mind of the child by means of objects, and to give to 
the thought complete oral expression. 

The teacher should be provided with a number of 
objects such as may be readily handled. At first 
those only should be used that will admit of the use 
of the article a before the name. 

With Objects in Hand. First. — Let the teacher 
and each pupil take an object in hand. 

The teacher will call ujDon one of the pupils to tell 
what he has, and in reply the pupil will probably 
hold up the object and pronounce its name. 

Teacher — " Jane, what have you ? " 

Jane — '^ A pencil." 

Teacher — " Who has a pencil ? " 

Jane—"lhaYe:' ^ 

Teacher — " Now tell nie all about it." 

(28) 



24 THE SENTENCIC METPIOD 

Jane — " I have got a pencil." 

Teaclier — "Very well. But Avill one of you tell 
nie what he has, and leave out the Avorcl ' got ' ? ' 

Charles — " I have a knife." 

Teacher — "That is right. Now Jane will try 
again. Tell nie Avhat you have." 

Jane — " I have a pencil." 

It is best to secure the j^roper expression from the 
children, though it may take some time. But if 
the teacher fails in this, she will hold up her own 
object, and sa}^ "I have a book." Then call upon 
one of the children, who will very likely respond 
properly, " I have a knife." 

The form of expression once obtained, there will 
be ver}^ little difficulty in obtaining the similar ex- 
pressions from each member of the class. Let each 
hold up his object and tell what he has. This done, 
let the children change objects, and repeat the exer- 
cise, telling what each one has. 

Second — Next let two or three children take hold 
of the same object, and let one of them make the 
statement, " We have a doll." 

At first, the children may be inclined to continue 
the old form of expression, and the teacher may be 
obliged to take hold of the object and make the 



PRELIMINAKY EXERCISES 25 

proper statement, but the cliildreu Avill readily take 
the hint. Now, vary this form with the first, until 
the children will instantly respond with the proper 
ex})rcssion. 

21iird — Let one pupil hold an object and call upon 
another to make the statement. If a boy has the 
object, the response will be '' He has a knife ; " if a 
girl, "She has a pencil." 

Fourth — The teacher will hold an object, and the 
pupil will make the statement to the teacher, " You 
have a map." 

pijth — Two or more members of the class will 
hold an object, and one of the others will make the 
statement to the teacher, or to the remaining mem- 
bers of the class, '' They have a book." 

These forms of expression will be repeated and 
changed in their order until there is no confusion or 
tendency to error in expression. The children 
should instantly respond with the appropriate ex- 
pression. 

Each teacher will select such objects as the cir- 
cumstances may require. The following list may 
serve as a hint to the kind of objects which may be 
used. When the object cannot be used, a toy or 
picture representing it may be substituted. 



26 THE SENTENCE IVrETJlOD 

Book, slate, pencil, paper, kuife, string, board, 
chalk, desk, seat, table, door, windoAV, liat, cap, boot, 
shoe, clock, watch, doll, match, wood, stove, girl, 
boy, man, woman, house, barn, dog, cat, cow, horse, 
rat, ]jig, sheep, glass, nail, etc. 

In regard to words other than the names of famil- 
iar objects, the book which is to be used should be 
taken as a guide. 

Willi tlie Object in Siglit. Fird — Place an ob- 
ject before the class, and call upon a child to tell 
what he sees, and he will respond, '* I see a hat." 

Let another speak for himself and his companions 
with '' AVe see a clock." Introduce the other pro- 
nouns with the verb see, as in the previous exercises. 
Next introduce other verbs. A girl walks across 
the floor, and the expression, '' She walks," is elic- 
ited. A boy will run, and the exjjression, "He 
runs," will be obtained. 

Second — Introduce the names of the different 
members of the class, and use them in the place cf 
the pronouns in the previous exercises. Secure va- 
riety by using different verbs, as, '* John sees the 
clock," '' Susan heard the Avatch tick," " James ran 
home." 

Third— Call attention to qualities of objects and 



PRELIMINARY EXERCISES 



secure the appropriate expression, as, '' Jolin lias a 
large book," " Jennie has a white cat," ''The black 



dog barks." 



The following hst of qualifying adjectives is given 
by way of suggestion. 

Black, wdiite, red, yellowy blue, green, brown, 
large, small, little, big, good, bad, lazy^ bright, tall, 
short, hard, soft, rough, smooth, pleasant, light, 
heavy, dark, etc. 

Fourth — Call attention to the position of object, 
and secure the proper expression, as, '' The book is 
under the desk," ''The bird flew over the tree." 
Continue this exercise until the more common prep- 
ositions have been used. 

With one or more objects, expressions containing 
conjunctions and the plural form of the verb may 
be obtained, as, "A slate and a book are on the 
table," " John and Charles run," etc. 

In general, any form of expression in common use 
may be obtained from the children by forming the 
proper concrete relations. These exercises constitute 
lessons in constructive language or composition, and 
should be continued until the children respond read- 
ily with the expression representing the exact rela- 
tions of the things to which their attention is called. 



28 THE SENTENCE METHOD 

This exercise may be varied by introducing object 
lessons with such simple descriptions as the children 
themselves may give. The children should also be 
encouraged to tell in complete sentences what they 
see out of school, on their way to and from school, 
and at home. They should give accounts of any in- 
teresting event which has happened to them, or 
which they may have observed. Tliese exercises 
are especially valuable as preparing for the next 
step. 

SECOND STEP 

The object of this step is to awaken in the mind of 
the child the exact thought contained in oral ex- 
pression, and to lead him to make the appropriate 
concrete representation. 

In observation we pass from the thought to the ex- 
pression ; in reading, from the expression to the 
thought. This step is to make clear that thought 
may be obtained from oral expression, as prepara- 
tory to the final step of obtaining thoughts from 
written expression. 

The teacher will make a statement, as, *' I have a 
knife," and will then ask, " What do I have?" 

Pupil — '^ You have a knife," 



PRELIMINARY EXERCISES 29 

Teacher — " How do you know that I have a 
knife?" 

Pupil — ''You said so." 

The teacher will show the knife to confirm the 
statement. 

The teacher will next call upon different mem- 
bers of the class to state what each has, confining 
the inquiries at first to objects at hand, and produc- 
ing the object to confirm the statement. 

Passing away from visible objects the children 
may be called upon to tell what they have at home. 
John may say, ** I have a large, black dog," and 
Jane, ''I have a nice doll." The thoughts formed 
in the minds of the children are as vivid and as true 
as though verified by the production of the real ob- 
ject. 

This step is a short one, and will require only a 
few exercises to accomplish its object. 

THIRD STEP 

The object of this step is to awaken in the mind 
of the child the exact thought contained in written 
expression, and to enable him to express the thought 
in the language used. This is Reading. 

While of necessity, in reading, the expression pre- 



oO THE SENTENCE METHOD 

cedes the thought, no lesson will be a success where 
the expression fails to awaken the thought. The 
order in the third step is the same as in the second, 
with the substitution of written for oral expression. 

The teacher goes to the board, and in a clear, 
bold hand writes a sentence, as : ''I have a knife." 
The pupils see the writing, but of course do not 
know what it means. The teacher will call a pupil 
and put a knife into his hands, and the pupil in re- 
sponse to the impulse which is the result of previous 
training will instantly hold up the knife and say, 
" I have a knife." 

The teacher writes another sentence, as, '^ I have 
a pencil," and puts the object in the hands of an- 
other child, who will respond, ''I have a pencil." 

The teacher wdll proceed in the same way until 
several children have objects in their hands, repre- 
senting as many sentences upon the board. 

The teacher will next call upon the first child to 
point out and read his sentence, which he will read- 
ily do, as he still holds the object in his hand. 

Each child, in turn, will be called upon to point 
out and read his particular sentence. When several 
are written upon the board, some child may forget 
which represents his statement, in which case the 



PTlELIlvriNAUY KXERCISES 31 

teacher will take the pointer and pass it over the 
sentence from left to right. The child will point 
out the sentence in the same manner, at the same 
time giving the oral expression. The pupil should 
not be allowed to guess, but when he hesitates, the 
teacher should point out the sentence for him. 

Next, the pupils may exchange objects, and point 
out the sentence that expresses the new order o^ 
things under the same condition as before. It may 
be necessary frequently to erase sentences before the 
lesson is finished, but this will prove a help rather 
than a hindrance, as the pupil will more readily ob- 
serve and remember the sentences by seeing them 
written. 

These lessons are to be continued day after day. 
care being taken to vary the order and the objects, 
so that the children cannot recall the sentences by 
their location. The teacher's faith and patience may 
be severely tried, but steady j)rogress is made. Each 
repetition strengthens and deepens the impression, 
until the association of the thought with its written 
representative is firmly made. 

The objects used should be kept upon a table in 
sight and reach of the pupils. When a new sen- 
tence is written, the teacher may hand the object to 



32 THE SENTENCE METHOD 

the child, or point it out, allowing the pupil to take 
it himself. By varying the exercises in this man- 
ner, great activity may be secured on the part of the 
class. 

A little further along the teacher may wait to 
give the pupils an opportunity to select the object 
without its being pointed out. When a child raises 
his hand and expresses a desire to do this, it shows 
that he has read the sentence, and is acting in obe- 
dience to the impulse occasioned by a comprehen- 
sion of the thought. The oral reading follows as a 
natural consequence. 

The trying point is now past. One after another 
will follow the example of the first, and read the 
sentences as they are written, independent of aid 
from the teacher. The child will indicate that he 
has read the sentence by raising his hand, and then, 
when permission is given, by selecting the proper 
object and ''making it true," as the children ex- 
press it, and by reading the sentence aloud with the 
object in hand. 

An emulation will probably be excited, and each 
child will try to be the first to read. This may lead 
to guess-work on the part of the child, which the 
teacher will at once try to repress. The raising of 



PRELIMINARY EXERCISES 33 

the band should be permitted only when the sen- 
tence has been read and the thought understood. 

It is an easy matter to raise a false enthusiasm, 
indicated by raising the hand, snapping the fingers, 
rising from the seat, and various exclamations. 
These manifestations should be repressed, and that 
real enthusiasm stimulated which comes from cer- 
tainty of results. 

When a child reads a sentence from the board, he 
'should indicate it by the pointer. At first the pu})il 
will probably switch the pointer across the sentence 
and read it hurriedly at the same moment. These 
are s^nnptoms of natural and healthful action, in- 
dicating that the tliought is in tlie mind, and that 
tlie sentence is the unit of expression. The motion 
and utterance are simply in obedience to the impulse 
to speak the sentence as a unit. A little ex})erience 
will serve to correct all tliat needs correction. 

Tariety in Expression. In using the first form 
of the sentence, as, "I have a l)ook," and changing 
the ol)ject, the tendency on the part of the pupils 
will be to look only to the final word to determine 
the sentence. This should be corrected by changing 
the subject as well. 

In the next changes, follow tlie order of the First 



34 THE sentp:xce method 

Step, introducing cautiously tlie common pronouns, 
adjectives, verbs, prepositions, and conjunctions. 
The "names of the members of the class and the 
numerals up to ten should be early introduced. For 
suggestive lists, see explanation under First Step. 

Words are always used in their connections and 
made familiar by repetition in the expression of 
v^arious sliades of thought. 

Analysis. Soon after children begin to read sen- 
tences, it will be found that they recognize indi- 
vidual words. From the study of a sentence as a 
whole they have discovered the elements or words 
of which the sentence is composed. 

The use the child makes of the words at this time 
is peculiar. He evidently recognizes them, but has 
no impulse to pronounce them separately, or at all, 
until the sense is complete in his own mind. If, 
when the sentence is written, a strange word be pres- 
ent, he ^vill make no effort to read any part of it. 
When the unknown word is explained and the sense 
thereby made complete, he wjll read naturally and 
without hesitation. 

This is a most healtliful indication, and is a sure 
guide to the teaclier in regard to the steps to be 
taken. It points out the exact difficulty which tlie 



Preliminary exercises 35 

child encounters, and enables the teacher to remove 
the difficulty with the greatest economy of time and 
energy. The introduction of new words is placed 
entirely within the control of the teacher, and the 
vocabulary of the pupil may be extended in any 
desirable direction. Care must be taken that the 
more active pupils do not monopolize the time, de- 
priving the other members of the class of their share 
of the benefits. 

As words become recognized as such, and their 
meaning; understood from their office in the sen- 
tence, it may be well to write them upon a section 
of the board set apart for that purpose, so that the 
pupils may refer to them in their constructive work, 
and be sure of the correct forms. These lists are for 
reference and no other purpose. 

Writing. Early in this step some, if not all, of 
the children will have the impulse to write. This 
should be encouraged. The first eff'orts will be di- 
directed to copying what they see written upon the 
board, but as the thought expressed is present in 
their minds they are in reality writing to express 
their thoughts. The first productions will of neces- 
sity be rude, but by a few judicious hints their 



36 THE SKXTKXCE MlOTJIol) 

muscles will be brought under proper control, prin- 
cijially through their own exertions. 

Tlie slates should be ruled to serve as a guide to 
the size of the letters. A few directions may be 
given in regard to holding the pen, the slant and 
size of letters, but not enough to distract the atten- 
tion of the jnipil from the thoughts he is endeavor- 
ing to express. In this way the children may at- 
tain great excellence in writing at an early period, 
and at the same time their penmanship Avill be as 
markedl}^ individual as their faces. 

Letters. While directing the writing the teacher 
will speak of the letters as though they were known 
to the pupils, showing the size of the m's, t's, I's, 
etc., and it will soon be discovered that the jmpils 
can distinguish the letters and name them. This 
end has been accomplished without calling direct at- 
tention to them, and by the operation of the same 
mental laws that caused them to distinguish words. 

Constructive Work. One of the most important 
educational ends is the ability to express thought 
clearly and fluently in writing. By the method here 
given the pupils early acquire this ability, and 
though the thoughts at first are simple, the mode of 
expressing them may be made perfect. Writing 



PRELIMINARY EXERCISES 37 

compositions is made as natural and easy as conver- 
sation, and the practice of reading compositions will 
make true intellectual reading more easy and cer- 
tain. 

Criticism. By this method, drill as it is com- 
monly practised is entirely dispensed with. The 
thought is the first object of attention, and if this be 
clear, the expression will be natural and correct. 
Any obscurity, either from the use of a new word, 
from the construction of the sentence, or from not 
understanding the relations expressed, will manifest 
itself in the inability of the child to read, or in his 
giving expression to a different thought. 

The effort of the teacher in such cases must be di- 
rected to clearing up the thoughts. If the word is 
new and the idea familiar, calling attention to the 
idea will suggest the word or its equivalent. If the 
idea and the word are both new, the teacher must 
first develop the idea, creating in the mind of the 
child the necessity for the word, and then give the 
word. The custom of spending much time in " fish- 
ing for words " from tlie child is an absurd one. 
When the idea is fully developed, the word should 
promptly be given, so that the two may be associ- 
ated together. 



38 THE sp:ntence method 

It is very easy to destroy the independence of the 
pupils and substitute mechanical for intellectual 
reading, by the teacher's reading for the children to 
imitate and by concert reading. Both should be 
avoided. 



CHAPTKXt III 



READING FROM BOOKS 

In the exercises so far, the end in view has been 
to prepare the child to enter upon the work of read- 
ing from the printed page. If the work indicated 
has been well done, the pupil has acquired consid- 
erable power of thought and exjiression ; he has 
learned to regard the completed sentence as the ex- 
pression of thought, and as having no significance 
unless the thought is understood ; he has learned to 
read readily what is written, and he has acquired a 
considerable skill in the expression of his own 
thoughts, by crayon and pencil. If this has been 
accomplished, he will have little difficulty in chang- 
ing from written to printed matter. 

Steps ill Transition. Let the pupils look over 
some printed sentence made up of familiar words, 
and expressing a familiar thought, and if they ex- 
perience any considerable difficulty in gaining the 
thought from the sentence, it will show that they are 

(39) 



40 THE SENTENCE METHOD 

not ready for the chauge, and that written work 
should be continued. 

When the time arrives for the transition, the 
teacher should select some easy lesson, and carefully 
examine it to find the words that the j^upils will 
probably not know. These w^ords are then to be 
made the basis of blackboard exercises in which their 
memory is developed, and they are used in the ex- 
pression of thought by the pupils. In a familiar, 
conversational way, the teacher may excite an inter- 
est in the subject of the story, taking care not to tell 
the details so as to deprive the reading of the inter- 
est which comes from the new ideas obtained. 

The books are put into the hands of the children 
after they are assembled in class. Let all the mem- 
bers of the class look at the first sentence, and when 
ready let each one raise his hand. Should a familiar 
word not be recognized in its printed form the 
teacher will write it on the board. 

When all are ready the teacher will call upon one 
to "tell what the book sa3's." The sentence will 
probably be correctly read. If mistakes are made 
in the reading, it will be because the pupil does not 
understand the sentence. Proceed in the same 
manner with each sentence to the end of the lesson. 



READING FROM BOOKS 41 

If the class be large, the lesson may be read a sec- 
ond time by other members of the class, but care 
should be taken that tlie pupils do not learn the les- 
son by rote, and so repeat it without understanding. 
Intelligence is the key to good work, and should be 
the sole guide to expression. 

General Preparation. It will require but few les- 
sons to make the transition from the board and slate 
exercises to the book. When this is made and the 
pupils are able readily to read the printed words, 
the regular work for preparing each reading lesson 
should be in the following order : 

First — As in the transition exercises, the teacher 
will become familiar with the lesson beforehand, and 
will give the books to the children after they are ar 
ranged in class. This is to assure freshness of 
thought in the lesson read. 

Scco7id — The pupils will look over the lesson for 
unfamiliar words, and will indicate them to the 
teacher. As the object of the exercise is to gain the 
thought, new words must first become known. 

TJiird — The pupils will then close their books, 
and the teacher will develop the meaning of each 
wo'rd by questions and familiar conversation. 

Fourth — The pupils will use the new words in the 



42 THE SENTENCE METHOD 

coustructioii of sentences, each one expressing a 
familiar thought. This kind of exercise has ah^eady 
become famihar to the pupils in their previous work. 

Pij-th — The new words, as their ideas are devel- 
oped, will be written upon the board, so that the 
pupils may become familiar with their written forms. 
As each word is Avritten it will be seen that the 
pupils will carefully scrutinize it, as though it was 
an object of interest. 

Sixth — Pupils look over each sentence carefully 
to see if they can understand the thought expressed. 
In case they do not, the teacher will develop and 
explain it. 

Seventh — The pupil reads. As the words are all 
known and the thoughts understood before the pupil 
tries to read aloud, his reading will i^^obably be 
natural and correct. 

Peiiiiiaiisliip. The writing, begun with the board 
exercises, Avill be continued after the books are in- 
troduced. The impulse to write comes from the 
desire to express thought to the eye, and skill in 
the use of the pencil or pen is acquired under this 
stimulus. With the mechanic, the impulse which 
controls his muscles and gives direction and force to 
his action^ is the end to be accomplished. The 



Ri^:ADIN(j; FROM liOOKS 43 

knowledge of his tools is acquired indirectly and 
incidentally while using them. To withdraw his 
attention from the work and fix it upon the tools 
would be fatal to the work. So with the penman- 
ship of the child. It should be acquired incident- 
ally in the endeavor to express thought ; and turn- 
ing the direct attention from the thought to the 
writing, will be fatal to the highest success in writ- 
ing. Intellectually, it would change a i)leasing oc- 
cupation into a mechanical and onerous task. 

As the child learns the use of speech long before 
he learns the grammatical rules that govern speech, 
so he learns practically how to express his thoughts 
in writing long before he is in a condition to be 
benefited by the rules of penmanship. A few gen- 
eral hints may be given from time to time, as indi- 
cated in the Third Step, but the pupil's progress will 
depend upon the amount of practice which he has 
in the direction ])ointed out. By this practice, his 
muscles are brought gradually under control, imper- 
fections are eliminated, and the habit of correct 
writing is formed. 

Coiiiposition. The first lesson which the child 
received was in the formation and expression of 
thought, which was in reality oral composition. As 



44 THE SENTENCE METHOD 

soou as he acquires the abihty to write legibly from 
copying the work from the board, he ^yill begin to 
change his oral compositions into written ones. This 
constructive, written work will follow the same or- 
der, and accompany step by step the oral work 
already indicated. These first compositions furnish 
excellent reading lessons, for no tw^o being alike one 
reads for the information of the others, conforming 
to the practice in real life. 

Like all the other exercises in language, composi- 
tion must not be taught directly, but success in it 
is attained incidentally in the endeavor to express 
thought. The ability of a child to use words cor- 
rectly in oral or written composition is the only sure 
test of his understanding them. It requires far less 
familiarity witli language to read mechanically, than 
it does to use tlie same language in the expression 
of our own thoughts. 

Subject-Matter. The first lesson will be in con- 
nection with o])jects, as was given in the First Steps 
in reading. Next objects may be described. Then 
as new words are found, each one will be used in 
the expression of a thought and in the construction 
of a sentence. 

The child may next be called upon to relate what 



KKADING FROM BOOKS 45 

has happened to him during the day, the incidents 
of a walk, or a play, or what he saw on his way to 
school. The teacher may tell a story or read some- 
thing from a hook, which the pupils will reproduce. 
The children may bring their own little books, and 
each one may read a story which the others will re- 
produce. In these latter exercises another important 
educational interest is served ; — the pupils are taught 
to listen to what is said, and to repeat accurately 
what they have heard. 

Spelling. In this course no place is given to dis- 
tinctive spelling lessons, as it is believed that such 
lessons are productive of little else than mischief. 

Nearly all the real study of the child involves 
spelling as a necessary incident. If the forms of 
words which he has always seen are correct, the 
forms which he reproduces will also be correct. To 
him a misspelled w^ord is either no word at all, or 
an unknown element to be learned like other new 
words. The misspelled word is not recognized as 
expressing the idea of the correctly spelled one. The 
child reads with his eye, and while reading is not 
conscious of the sounds of words. In the endeavor 
to express the thought in Avriting, his hand responds 
to the impulse which the thought gives, and in the 



4C TH\i sentp:xc^i Method 

way it was giveu. As the thought was occasioned 
by form, speaking to the eye, it will of necessity be 
reproduced in the same form. Good spelling is the 
result. 

Oral Elements. When oral spelling is practised, 
a disturbing element is introduced. The attention 
is partially diverted fi'om the forms of the words to 
the names of the letters that compose them, and lan- 
guage, which should be used as a medium of 
thought, becomes the object of thought. The written 
and printed ])age is deprived of its distinctive cliar- 
acter of being a direct representative of thought; 
the written words must be translated into spoken 
words through the medium of letters ; and thus a 
direct barrier is interposed between the mind of the 
child and the thoughts contained in the lesson. 
Tliis result is, of course, antagonistic to the eye and 
thought reading Avhich is here advocated. 

The phonic analysis of words should have no 
place in the primary schools. Until the habits of 
thought reading and correct spelliug are well estab- 
lished, such analysis is a positive evil. It makes 
the child conscious of the oral element of words, and 
as these do not correspond Avith the written elements, 
a double evil ensues : the mind has become directly 



KEADTNG FKOM BOOKS 47 

conscious of language wliicli it sliould use uncon- 
sciously or nearly so ; and it introduces a new set of 
elements antagonistic to tlie ones used in tlie graphic 
expression. The liahitual action of tlie muscles 
coming from one stimulus, upon wliicli good spell- 
ing depends, is directly interfered with by another 
stimulus wliicli urges to different results. The an- 
tagonism is radical and irreconcilable, and bad spell- 
ing must result. The reason for the early introduc- 
tion of the phonic element — the secui'ing of coi-rect 
pronunciation, maybe accomplished in another way. 
The pupils should be required to pronounce their 
words slowly, so as to give each sound its i)roper 
force, and here imitation of the words as spoken by 
others is the only way to secure correct results. 

Correcting Mistakes. Under the system here ad- 
vocated, mistakes in spelling, in punctuation, in the 
use of capitals, etc., will be rare, but they will some- 
times occur. The teacher's work should be as cor- 
rect as human vigilance can make it, and by this 
means the pupil's mistakes will be reduced to a 
minimum. 

The mistakes usually made in school are the re- 
sult of guess-work or of deliberate judgment, when 
language has become a subject of direct conscious- 



48 TfTE SENTENCE METHOD 

ness. The mistakes made when this system is i)rac- 
tised are the results of some distracting element 
which has for the moment disturbed habitual action. 
In the first case the mistakes, being in the line of 
liabitual action, make a deep impression and tend 
to perpetuate themselves ; in the second case, being 
opposed to habitual action, they make but little im- 
pression and are easily eradicated. 

Upon noticing any error of this kind, the tcacliei' 
should at once erase it, and substitute the correct 
form. The direct attention should be for the mo- 
ment turned to this correct form, and tlie pupil 
should write tlie word several times to make the 
impression deeper. This is one of the rare instances 
where the direct attention may be profitably diverted 
from tlie thought to the expression. The sooner tlie 
object is accomplished and the attention again turned 
to the thought, the better for the pupil. The error 
should never be brought into j)rominence, and if it 
can be erased before the 2)upil has discovered it, all 
the better. 

If a child is in d()ul)t, he should indicate it, and 
the teacher should supply the correct form. The 
reason for this is obvious. The doubt has arrested 
habitual action, and made the word or phrase the 



KKAT)IX(; J'JIOM DOOKS 49 

object of direct attention. If left without assistance, 
tlie mind must exercise a judgment without the ele- 
ments Ui)on which a correct judgment can be based, 
and the chances are about even that a mistake Avill 
be made. 

A mistake occuring under such circumstances will 
jnake a deep impression, and will tend still further 
to disturb habitual action, becoming the parent of 
numerous futui-e mistakes. Constant practice under 
judicious direction is the only way to secure the 
highest and best results. 

Reading Matter. A great difficulty is experienced 
in obtaining a sufficient supply of appropriate read- 
ing matter. The book given to any class should be 
within their comprehension, and it should be read 
through, or such parts of it as are found interesting. 
An ordinary first or second reader will last but a 
few weeks, and hence there should be in every school 
several such readers, or some equivalent reading 
matter. 

By the exercise of judgment and tact, the teacher 
may be able to secure several such readers for use, 
and as an important j^art of the reading exercise is 
for the pupils to learn to listen, it is not strictly 
necessary that each member of the class be supjdied 



50 TITK SKXTEXCK MKTIIoD 

with tlie same book. A single copy of a lx)ok may 
be passed from hand to hand, and in this way not 
only may the text-books be utilized, but story-books 
which the children have at home may be used with 
profit. From this variety in reading, supplement- 
ing observation, the materials are gained for any 
amount of composition in the form of constructive 
and reproductive work. 

In general, children should be induced to read 
what they desire to know, and what is wortli know- 
ing, and for the purpose of knowing. Hence, all 
tlu'ough tlie course silent reading, followed by re- 
production, should receive special attention. A 
story or sketch may be passed from child to child 
and read silently, and tlien reproduced in writing. 
Sometimes it may be reproduced orally, and indeed 
oral and written exercises should be constantly in- 
termingled, so that children may become ecjually 
proficient in l)oth forms of expression. 

Economies. It will be seen that reading, writing, 
spelling, and composition are simultaneous opera- 
tions by this method, and that all are suV)ordinated 
to tlie thought gained and expressed. In this way 
much time is gained, and the multitude of classes 
in ungraded schools is diminished. These sp.bjccis 



llKADtXG I'UOM BOOKS '^1 

are all related to each other, and are dependent upon 
thought ; and to treat them separately is to destroy 
this relation and dependence. 

Again, by this method these subjects are all taught 
incidentally. To teach them separately and directly 
is to deprive written language of its legitimate func- 
tion of being a direct representation of thought. 

General Suggestions. Too much stress cannot 
be laid upon the importance of careful and correct 
work on the part of the teacher. Children at this 
early age are confiding, and are ready to take what 
the teacher has to give; ''bread or stones" are re- 
ceived with equal trustfulness. At the same time 
iliey are easily confused, and ill-directed teaching 
appears in a slovenly recitation. 

The teacher must not be anxious for innnediate 
results. Anxiety in this direction is a constant 
temptation to adopt those specious methods by which 
apparent, rather than real progress is made. The 
k>ttcr, word, or phonic method will eacli day accom- 
plish certain specific results, which can be weighed 
and measured. Teachers, parents, and friends see 
tliis, and are satisfied. But the results leave little 
impress of true mental growth. Naming letters and 
words, no matter in what order, and remembering 



52 THE SEXTKNCK METHOD 

them, is not necessarily reading. The thought must 
be reached, and everything else must be subordinated 
to this end. 

The child learns oral speech by degrees, adding 
word after word to his vocabulary, as its necessity is 
felt in expressing his own thought. Each new 
thought and new expression is assimilated by use. 
In reading and writing, the same law holds. New 
elements should be introduced no faster than the}^ 
can be made familiar by use. The expression follows 
the thought. In this way the mind of the pupil 
grows by receiving its proper aliment, and the power 
of expression increases with each new acquisition of 
thought. 

In this process time is an important element. An 
effort to cram defeats its own ends. Hurry retards. 
Crowding the memory with words weakens it for 
thought. Filling the mind vdih the forms of lan- 
guage that convey no thought, is like filling the 
stomach with husks, — no digestion follows. Worse 
than this, the mind overburdened with this crude 
material loses all power and inclination for real work. 

The time necessary for each step cannot be pre- 
cisely given, as it must vary with the capacity of the 
pupils, the tact of the teacher, and various conditions 



READING FPvOM BOOKS 53 

of the school. Tlie pupils should not be advanced 
from the '' First Ste}) " until they are able to give oral 
expression to any Avell defined thought witliout hesi- 
tation. The average time for this will be about one 
month. The " Second Step " will require but few 
lessons. Its objects should be accomplished in a 
week. 

In the " First Step " the practice of allowing the 
children to construct the concrete relations, or, as 
they term it, " make true " the thought before read- 
ing it, should be continued several weeks. This ex- 
ercise, more than any other, arouses activity, botli 
})liysical and mental, and excites a permanent in- 
terest in the work. The average time for accom- 
l)lishing all the work of the ''Third Step" will be 
about two months, giving three months for the i)re- 
liminary exercises before books are introduced. 

When the children read a sentence that cannot be 
literally illustrated, they should feel that it is true iu 
thought, and here comes in the exercise of the im- 
agination. In the development and culture of this 
faculty, the teacher may find some difficulty. A\^ith 
their limited experience, children with active imag- 
inations have not learned to distinguish between 
outward facts, and thoughts which exist only iu their 



54 THE sentencp: method 

own minds. This want of discrimination is often 
mistaken for moral delinquency. The remedy is 
found in the close observation of objects and facts 
and the literal descriptions which follow such obser- 
vations. Making sentences '' true " is one of these 
corrective exercises. 

A very common mistake should be carefully 
avoided, and that is the endeavor to fill the mind 
with the matured and condensed results of scientific 
investigation. True education is a growth. The 
knowledge upon which the mind feeds must be as- 
similated. This knowledge must be administered 
in such proportions and under such conditions as 
will best promote assimilation. The effort to cram 
ideas is as fatal as that of cramming words. The 
reasoning processes of maturity do not belong to 
childhood. The true education does not deal so 
much in the results of scientific discovery as in its 
methods. These methods are : first, the observation 
of objects, by wdiich facts are obtained, and the ob- 
serving powers cultivated ; second, the expression of 
these facts in oral and written language, by which 
process the facts become clearly defined and j)ernia- 
nently retained ; third, the observation of relations, 
by which comparisons and generalizations are made, 



READING FIIOM BOOKS OO 

and general })rinciples reached ; and fourth, the ap- 
plication of these principles, by which the more 
subtle relations are discovered and the reasoning 
powers are fully developed. To reverse this process 
and commence with the reasoning, would be e<iuiva- 
lent to laying ui)on the shoulders of children the 
burdens of ^nature manhood. No matter wdth how 
much care this may be done, or what may be the 
apparent immediate results, the permanent result is 
distortion and deformitv. 



THE SCHOOL Bl'LLETlX PUBTJCATIOXS.- 



Helps in Eeading and Speakins^. 

1. The Sentence Method of Teaching Reading. By George L. Farnham. 
Cloth, 16mo, pp. 50. 50 cts. 

As the word method was a step above the alphabet method, so the sen- 
tence method is a step beyond the word method. " The unit of tliouj?lit is 
the sentence," and if the child considers the words as units in learning to 
read, he must unlearn his habits of readin/; in order to read naturally. ISlr. 
Farnham shows how much more easily children will learn to read, and how 
much better they will read, where this method is employed. The book is in , 
general use all over the country— in Col. Parker's Cook County Kormal 
School, among others. It is especially valuable for teachers' institutes. 

Z. A Practical Delsarte Primer. By Mrs. Anna Randaix-Diehl. Cloth, 
16mo, pp. 66, 50 cts. 

This is a remarkably compact and forcible presentation of a system of 
elocution now so widely known and employed that no teacher of reading 
can afford to be ignorant of it. Mrs. Randall-Diehl is among the most emi- 
nent teachers in the land, and she has given here precisely the methods she 
herself employs. It contains a series of twelve charts which present the 
principles of the system so clearly that they cannot fail to be understood. 

o. A Manual of Elocution. By John Swett. Cloth, 12uio, pp. 300. 
SiSO. 

li. A7'bor Day Mamial. By Charles R. Skinner. Cloth, 8vo, pp. 475. $2.50. 

This was compiled as an aid in preparing programmes for Arbor Day 
exercises, and contains choice selections on trees, forests, flowers, and 
kindred subjects, with 00 pages of Arbor Day music, etc., etc. It tells what 
trees to plant, and how and when to plant them, tells how the day is ob- 
served in different States, and gives specimen programmes in full. It 's by 
fur the most complete and helpful manual for its special purpose ever pub- 
lished, and is also available for daily use in reading and in elocutionary 
exercises. It should be in every school library. The music pages may be 
had separately at 25 cts. 

5. Meinorij Gems. By Geo. H. IIoss, Paper, 16mo, pp. 40. 15 cts. 

6. Memory Selections. By Cuarles Northend. 24 manilla cards in a box. 
Three series. Primary, Intermediate, Advanced. Each 25 cts. 

7. The Table is Set. A Comedy for Schools, from the German of Bendix. 
By Welland Hendrick. Paper, 16mo, pp. 30. 15 cts. 

K(jthing is in greater demand than little plaj's for school entertainments, 
with few characters and requiring no scenery, and yet tlioroughly bright 
and entertaining. This play will be found to meet all requirements. 

S. A Glimpse of Grammar-Land. A Farce. By M. Frances Brown. 
Paper, 8vo, pp. 24, 15 cts. 

This is perhaps the most amusing and appropriate ])lay for a school-ex- 
hibition ever written. It is interleaved, and contains the music in full. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 

Helps iti Teaching Language. 

1. Graded Exercises in Language, by A. M. Edwakds. Six numbers, 
each 51^x83^, 80 pages, with printed subjects and directions upon one side 
and ruled writing-paper for the exercises upon tlie other. Per sample set 
or per half-dozen of any number, 50 cts. 

Tliese exercises are carefully graded, and constitute a complete course 
for supplementary work in "Language" for all grammar grades. "Oral 
Lessons" precede each "Written Exercise." The preparation for the 
written work afforded by the oral exercises leads directly to a thorough 
knowledge of the subject. This induces clearness and accuracy of expres- 
sion and neatness of penmanship. " Graded Exercises " can be used in 
connection with any " Language Book," and will be found a great assist- 
ance iu teaching any system of penmanship. 

2. Elementary English. Prepared with reference to the Regents' Exam- 
inations in the State of New York. Leatherette, pp. 67. 35 cts. 

This follows directly the new syllabus of the Regents in English, giving 
all the words of which derivations are required, and forming the be.st pri- 
mary preparation that has been offered. It has been officially adopted for 
use in Syracuse and inany of the largest schools in the State. It is simple, 
direct, practical, an admirable introduction to English grammar. 

3. Exercises in EnglisJi Syntax. iJy A. G. Bugbee. Leatherette, 16mo, 
pp. 87. 35 cts. 

This differs from other handbooks of sentences for class-drill in that it 
does not print wrong sentences to be corrected,— a practice now generally 
condemned, because incorrect forms should never be put before the child's 
eye,— but leaves blanks in the sentence to be filled by the pupil from a 
choice of expressions given, thus impressing in the most effective way the 
right usage and its reasons. It is of especial assistance in preparation for 
Regents' examinations, which always include much work of this kind. 

h. Normal Language Lessons. By S. J. Soknberger. Boards, 16mo, pp. 
81. 50 cts. 

5. 3000 Grammar Questions, with Answers based on Brown's Grammar, 
with cross references to the grammars of Murray, Greene, Clark, Kerl, 
Quackenbos, Weld & Quackenbos, Hart, Fowler, Swinton, Reed & Kellogg, 
and Whitney. By Henry Kiddle, formerly Sup't of Schools, New York 
City, and editor of Brown's Grammars. Cloth, IGmo, pp. 200. SLOO. 

These are the Regents' questions from the beginning to June, 1882, with 
answers by the man who was regarded as the best living authority. Those 
who wish to be certain on grammatical questions will do well to keep this 
book at hand. Its cross-references make it easy to adapt the answers to 
any system used. 

6. Dime Question Boole No. Ih, Grammar. By Albert P. Southwick. 
Other books in this useful series are No. 9, Bhetoric ; No. 15, Orthogy^aphy 

and Etymolgy ; and No. 20, Beading and Punctuation ; each 10 cts. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN PUBLICATIONS.^^— 



Helps toward Correct Speech. 

1. Verbal Pitfalls: a manual of 1500 words commonly misused, inrlud- 
inff all those the use of whicli in any sense lias been questioned by Dean 
Alvord, G. W. Moon, Fitzedward Hall, Archbishop Trench, \\m C. lI>dgson, 
W. L. Blackley, CJ. V. CJraham, Richard (irant White, ]\I. .Scliclc do. Verc, Wni. 
Matliews, " Alfred Ayres," and many others. Arrancred alphalietically, with 
30OO references and ([uotations, and the ruling of the dictionaries. By C. W. 
Bakdeen. Cloth, IGmo, pp. 2J3. 75 cts. 

Perhaps the happiest feature of the book is its interesting form. Some 
hundreds of anecdotes Lave been gathered to illustrate the various points 
made. These have the advantage not only of making the work entertain- 
ing, but of fixing the point in the mind as a mgre precept could not do. The 
type indicates at a glance ■whether the use of a word is (1) indefensible, (:2) 
defensible but objectionable, or (3) thoroughly authorized. 

2. Orthoepy Made Easy. A Royal Road to Correct Pronunciation. By 
M. W. Hall. Cloth, 16mo, pp. 103. 75 cts. 

Everyone remembers the queer shibboleths of culture in the paragraph 
beginning " A sacrilegious son of Belial," that has been the rounds of the 
newspapers. This book is made up of 38 such exercises, all of them ingen- 
ious and many of them amusing, each followed by a key to the difficult 
words. Bishop Vincent says : " I take great pleasure in testifying to the ex- 
ceeding value of the little volume ; ' Orthoepy Made Easy.' The book is a 
sensible, practical text-book for tho purpose intended. I congratulate you 
on having produced it, and I wish you success in its wide circulation." 

3. Practical Phonics. A comprehensive study of Pronunciation, form- 
ing a complete guide in the study of elementary sounds of the English Lan- 
guage, and containing 3000 words of difficult pronunciation, witli diacritical 
marks according to Webster's Dictionary. By E. V. DeGraff. Cloth, 16mo, 
pp. 108. 75 cts. 

"The book before us is the latest, and in many respects the best, of the 
manuals prepared for this purpose. The directions for teaching elementary ^ 
sounds are remarkably explicit and simple, and the diacritical marks are 
fuller than in any other book we know of, the obscure vowels being marked, 
as well as the accented ones. This manual is not like others of the kind, a " 
simple reference book. It is meant for careful study and drill, and is es- 
pecially adapted to class use."— A"e?{; England Journal of Education. 

U. PocTcet Pronunciation, Book, containing the 3,000 words of difficult 
pronunciation, with diacritical marks according to Webster's Dictionary. 
By E. V. DeGraff, ^Manilla, 16mo, pp. 47. 15 cts. 

5. Studies in Articulation : a study and drill-book in the Alphabetic Ele- 
ments of the English language. Eifth thousand. By J. U. Uoose. Cloth, 
lUmo, pp. 70. 50 cts. 

" Dr. Hoose's ' Studies in Articulation ' is the most useful manual of the 
kind that I know of. It should be a text -book in every Teacher's Institute.'* 
—A. J. RicJcoff, formerly SupH of Schools at Cleveland and at Yonkers. 

6. Hints on Teaching Orthoepy. By Chas. T. Pooler. Paper, 16mo, pp. 
15. 10 cts. 

7. Question Book of OrtJiography, Orthoepy, and Etymology, with Notes, 
Queries, etc. By Albert P. Southwick. Paper, 16mo, pp. 40. 10 cts. 

C. W. SAKDEEN, Publisher, Syracuse, N, Y. 



THE SCHOOL BULLETIN PUBLIC ACTIONS. 




Helps ill Teaching Literature. 

1. Oullines of English Literature. ByBLANCiiER. Danikls. Cloth, IGino, 
pp. 50, interlearedfor notes. 50 cts. 

This has been prepared especially 
for Refrents' classes, and follows the 
Syllabus closely. It contains l<0 iwrtndts, 
with sketches, critical notes, etc., and 
while invaluable for its special puri)ose, 
will also be found of great utility in all 
literature classes. 

2. A Series of Questions in English 
and AnieHcan Literature. Prepared for 
class drill and private study by JMauy F. 
IIendrick. Boards, pp. 100, inttrleaved. 
35 cts. 

This edition is especially prepared 
MRS. BROWNING. for takinjr notes in llie literature class, 

and may be used in connection with any text-book or under any system. 

3. Early Eng'ish LUerafure, from the Lay of Beowulf t(j Edmund Spen- 
ser. By \Vm. B. IIaulow. Cloth, IGuio, pp. io8. 75 cts. 

This volume gives copious extracts from all leading auth(»rs, of sufficient 
length to afford a fair taste of their style, with biographical and critical 
notes. 

4. Regents^ Selections in Literature. Selections for Repetition from 
Memory at the Examinations conducted by the Regents of the University of 
the State of New Yoi-k, in connection with the courses of American, German, 
and French Literature. Leatherette, 16mo, pp. 56, 25 cts. Each separate, 
paper, 10 cts. 

These selections were officially prepared in the Regents' office, and pub- 
lished under the dh-ection of iMr. James Russell Parsons, Jr. Besides their 
special purpose, they will be found admirable for use in classes. 

5. Memory Selections from nearly 150 authors. By Chas. Northend. In 
three sets, Prinnuy, Intermediate, and Adi-aiKed, each consisting of 3G cards, 
printed on both sides, in neat box. Price of each box 25 cts. 

6. A Primer of Memomj G'ems. designed especially for schools. By Geo. 
W. IIoss. Paper, ICmo, pp. 40. lo cts. 

7. Thovghts from. Earnest Wonien. Arranged by the Women's Literary 
Club, Dunkirk, N. Y. Paper, IGmo, pp. 36. 15 cts. 

8. Arbor Day Manual. An aid in preparii^g programnies for Arbor Day 
Exercises. By Cuarles R. Skinner. Cloth, 8vo, pp. 483. S3.50. 

9. Foxts in. Literature. By John D. Meese. Paper, 16mo, pp. 38. 15 cts. 
This is a compendium of handy information and suggestions for the 

teacher of literature, with lists of Authors' Birthdays, Noted Characters in 
Song and Story, Historical Notes, Memory Gems, Queries, etc. 

10. Dime Question Book No. S, General Literature., and No. IS, American 
Literature. By Albert P. Southwick. Paper, ICmo, pp. 35, 39. 10 cts. each. 

These are among the most interesting books in the series. 

11. Hoxo to Obtain the Greatest Value from a Book. By the Rev. R. W. 
Loavrie. 8vo, pp. 12. 25 cts. 

C. W, BAKDEJEISr, Publisher, Syracuse, N. Y, 



■THE SCHOOL BULLETIN PUBLICATIOXS. 



Movement Method in Penmanship. 

i. The Natural Movement Method in W?'itinff. By Charles R. Wells. 

^^^--'^^-^'''''--^-^.^^^ Kos. 1 and 2, 84 cts. a dozen ; Nos. 3, 4, 

^y^^ \ 5, 00 cts. a dozen. 

/' N. Tliis system of penmanship has now 

/ ' \ crime into such ireneral use that it lias a 

/ \ li'ist of imitators. Agents everywliere 

/ \ are saying, "Our new series has all the 

I . I essential features of the Wells system." 

I I Uo/i'i believe it. There is only one Wells 

\ y system, and there is no other series that 

V - / gives or can give its distinctive features. 

\ *^ / A man cannot become a Diogenes by 

\ . j^^f/^ living in a tub, and a series of writing- 

^^ ^* <^m»n^^^^^ books cannot appropriate our cnpy- 

~<^lSSS***^ righted features by calling itself a 

" movement series'". Get the Wells series, and tlie Wells series alone. 

The Vv'ells :Method if used as directed nuiy be depended vpon to produce 
the following results : 

1st. To develop and discipline the natural arm-action so as to produce 
the type movements, and through them the type forms of all letters ; also 
to secure correct habits of position, pen-holding, etc. 

2d. To test successfully the acquired movements by the use of properly 
prepared exercises or copies, and incidentally to correct all errors in forma- 
tion. 

3d. To establish and maintain such conditions as shall induce each pupil 
to teach himself to write carefully with the arm movement while doing his 
lesson work, and thus to fix the habit of accurate writing at all times. 

4th. So to establish the habit of arm-movement busmess writing, that 
it will eventually become automatic. 

In the public schools of Syracuse, where the method was first intro- 
duced. Prof. Wells spent thirteen years testing, perfecting and applying 
the plan of teaching. The remarkable restilts shown here have attracted 
wide attention, and in the many places where the method has been volun- 
tarily introduced not a single case of failure has been reported, 

Sup't Geo, W. rhiUips, of Scranton. Pa., where the system was intro- 
duced in Sept., 1893. writes : " It is simply immense ! This system will not 
work a change; it is a revolution in the art of writing.'''' For similar testi- 
mony, write to Sup't A. B. Blodgett, Sj-racuse, Sup't C. W. Cole. Albany, or 
Principal James M. Milne, Oneojita Normal. It is not a question whether 
the best schools will adopt this system, but ^vhen they will adopt it. The 
school that takes it first is that much ahead of its neighbors. 

2. Manual of the Movent (nt Method in ]V?'iti}iff. By Chaeles E. Wells. 
Paper, 4to pp. 44. Illustrafrd. 25 cts. 

If yoxi want to learn aliout the system, send for this manual. Toledo 
has bought 225 copies, Scranton 225, Newtonville 100, Somerville 75, Toronto 
50 etc 

C. W. BARDEEN, Publisher, Syracuse,N.Y. 



■THB SCHOOL RTTLLETIN PUBLWATIOI^S. 




History of Modern Education. 

The IU?fory nf Modern Education. An account of Educational Opinion 
and Practice from the Fievival of Learn- 
ing to the Present Decade. By Samuel 
G. Williams, Ph.D., Professor of the 
Science and Art of Teaching in Cornell 
I'niversity. Cloth, IGmo, pp. 395. 15 
Portraits. $1.50. 

Tiiis is altogether the fullest and most 
toinplete history of modern education 
now available, and should be examined 
at once by all who have classes in that 
;-ul)ject. It is also tlie only adequate 
preparation for examinations, and a 
necessary part of every teachers' work- 
ing library. 

The titles of the chapters will give some idea of its comprehensiveness. 
I. Preliminaries of modern education. II. The Renaissance, and some 
interesting phases of education in the 16th century. III. Educational 
opinions of the IGth century. IV. Distinguished teachers of the IGth century, 
Melanchthon, Sturm, Trotzendorf , Neander, Ascham, Mulcaster, the Jesuits. 
V. Some characteristics of education in the 17th century. VI. Principles 
of the educational reformers. \\l. The 17th century reformers. VIII. 
Female education and Fenlon. IX. The Oratory of Jesus. Beginnings of 
American education. X. Characteristics of education in the ISth century. 
XI. Impoitant educational treatises of the 18th century. PioUin. Rousseau, 
Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pestaloz- 
zi and liis work. XIV. General review of education in the 18th century. 
XV. Educational characteristics of the IGth century. Herbert Spencer, 
Froebel, manual training, disciplinary value of studies. 

Vvot. Nicholas Murray Butler ^^ya in the Educational Tteview : "Prof. 
Williams's book is the latest, and for the Ame7'ican reader the best. -■ * * 
It need hardly be said that it ouglit to displace all of the cheap conpends 
in iLse."— Prof. Hugh 0. Bird, of the State Normal College of A'a., writes: 
" It is just the book I have been looking for. I have a class of 22 studying 
it and I find it very satisfactory,"— Principal Bounds, of the N. II. Normal 
School, writes : " The book is better adapted to our use than any other." 

The Critic calls it, " sensible in its views, and correct and clear in style." 
The American Journal of Edvcation says : " It is not too much to say that 
for all ordinary purposes Prof. William's book is in itself a much more val- 
uable pedagogicn I library than could be formed with it omitted." Science 
says : " Tin-oughout tlie book tlie author shows good sense in his judgment 
of men and methods ; and, what is no small merit in the present age, he is 
entirely free from hobbies." 

C. W, BAKDEEN, Publisher, Syracuse, N. Y. 



."pm; SCHOOL BtfttETm PVBLtCATlOm.- 



The Standard Teachers' Library. 

A ]\Ionthly Issue of Pedaffojrical Books which (1) Every Teacher OUGHT to 
have because of their VALUE ; (2) Every Teacher CAN have because of 
their PRICE. 

Superintendents the country over have written to us: "Our teachers 
need your books, and are making heroic efforts to buy them, but really you 
do not realize how much a dollar means to a country teacher. If you 
could only give us these books equally well printed but in cheaper binding." 
In response to this demand, we liave begun this Monthly Series, to include 
our very best books, of wliich the regular price in cloth is from $1-00 to S2.00 
a volume. For this series the unifoim price will be FII^TY CENTS, POST- 
PAID. They are just as well printed, on just as good paper, and just as 
strongly sewn, with cloth-strengthened backs, as our regular cloth editions. 
The difference is that they are bound in manilla, and so can be sent by 
mail at pound-rates, like a newspaper. 

Only thoroughly approved works will appear in the series, and many of 
the books will have features of tliei'r own, including Notes, Illustrations,Tc)pi- 
cal Indexes, Bibliogi'aphies, etc., not to be found in editions issued by other 
publisliers. Tae earliest books are as follows : 

1. Nov., 1393. Laurie's Life and ^yor^cs of Comenius. Pp. 272, with 
Bibliography, 5 Portraits, and 15 Photographic Reproductions of pages 
from his Original Works. 

2. Dec, 1893. CarUsWs Memoirs of Aschayn and Arnold. Pp. 2G8, with 
Picture of Ascham and Queen Elizabeth, and Bibliography of Thos. Arnold. 

S. Jan., 1894. Pagers Theory and Practice of Teaching. Pp. 448, witli Biog- 
raphy ; Notes ; Portraits of Page, Mann, Colburn, Emerson, Potter, Wads- 
worth, and Olmsted ; and Topical Index for Review. 

h. Feb., 1894. DeGuinrp''s Pestalozzi, his Aim and Work. Pp. 33G, with 
Portrait, Bibliography, and Index. 

5. jMarch, 1894. Herbert Spencer's Education. Pp. 331, with Portrait, the 
most important Criticisms that have appeared, and a minute Topical Index 
for Review. 

6. April, 1894. Baj^deen's Podei^icl- Hume : the story of a New York Teacher. 
Pp. 319. The first thousand of this edition was st)ld in six weeks. 

7. May, 1894. De Graff's School Loom Guide. Pp. 396. 111th edition, re- 
vised and from entirely new plates. 

S. June, 1894. Tale's Philosophy of Education. Pp.400. 

9. July, 1894. The Teacher's Mentor. Pp. 274. Including in one volume 
Buckham's First Steps in Teachinr/, Hantingtons Vnconscious Tuition, Fitch's 
Art of Questioning, and Fitch's Art of Securing Attention. 

IW^ Nos. 10 and 11 are at present out of imnt. 

12. Oct., 1894. Northend's Teacher and Parent. Pp. 320. 

IS. Nov., 1804. Tlie New York State Examination Questions for Twenty 
Years, 1875-18%. The most complete questioii-book publislied. 

l!t. Dec., 1894. Pein's Outlines of Pedagogics. Pp. 232. The standard 
text-book of HerbarCs system. 

C. W. BARDEEN, Publisiier, Syracuse, N. Y. 



■THE SCHOOL BULLETIN" PlTBLTCATlONfi. ■ 



The School Bulletin 

AND NEW YORK STATE EDUCATIONAL JOURNAL,' 

Established 1874. 24 pages, 9 x 14. $1.00 « year. 

The School Bulletin is one of the five oldest educational journals in 
America, and the only one of them that has been under the same ov.nership 
and manaj^ement from the bej?inninj2:. It was the only American School jour- 
nal wliich received the gold medal at the Paris Exposition of 1}>S9, and it 
received the hijjhest award offered at the Chicajro Exposition of 1893, the di- 
ploma pronouncing it " of the greatest interest and historical value to 
educators of all grades ". It is not filled with " methods " and spoon-food 
for young teachers who want their ideas ready-made, but appeals to super- 
tendents, principals, and all teachers who regard their work as a vocation, 
and who want to look upon it broadly and comprehensively. 

In the feature of educational news it has never had a rival. Its chroni- 
cles of what has happened in Xew York schools since its establishment are 
unmatched in educational literature, and it has taken note of whatever has 
happened in other States that involved general principles. 

Its Current Topics give a chronicle of what occured during the preced- 
ing month with forcible terseness, and in a perspective that bring the im- 
portant events clearly to the front, adding maps wherever necessary. For 
the instruction of classes in this branch, now commonly recognized as essen- 
tial, and for preparation of teachers' examinations, the Current Topics as 
here presented have been declared to be the best anywhere to be found. In 
New York they are of especial value in preparation for the Uniform Exam- 
inations, as the Bullei'm is issued €ve7'y month of the year (not for ten months 
only), at such a date that it will reach New York subscribers just before the 
Uniform Examination of the month, and thus present the news fresh and up 
to date. 

It publishes each month all the Uniform Examination questions and an- 
swers of the preceding month, with all the illustrations in drawing and 
other subjects. It publishes all the questions given at the examinations for 
State Certificates ; all the circulars and legal decisions issued by the De- 
partment of Public Instruction ; and has indeed two Oflicial Departments 
edited and conducted by members of the Department of Public Instruction 
and of the Regents, respectively. 

It is therefore primarily an educational journal for New York teachers, 
and is meant to be a journal no New York teacher can afford to be without. 
But teachers in other States will find it of great sei-vice, both for the intrin- 
sic value of its contents, and for the vivid picture it gives of educational 
progress in the Empire State. 

C, W. BARDEEN, Publisher, Syracuse, N. Y. 



School Bulletin Teachers' Agency. 

Not one desirable place in fifty is filled now-a-days except directly or 
indirectly tlu-oui^h the medium of a Teachers' Ajrency. Nearly all teachers 
holding responsible positions are themselves enrolled in some Agency and 
give to this Agency immediate information of prospective changes. Hence 
an outside teacher has no chance to learn of vacancies. Before he hears of 
them they have been filled by candidates notified by the Agency. A pro- 
gressive teacher could afford the annual fee for enrolment in an Agency for 
the information alone. He might not care to use it, but it is worth two dol- 
lars a year to be sure he has missed no opportunities he would Uke to know 
of. 

The Best Agencies, however, do not depend on information alone. By 
repeated successes, by fair dealing, and through the influence of the teach- 
ers they have placed, they have won the confidence of many school boards 
and employing principals. There are hundreds of schools that systematically 
engage all their teachers through an Agency and will not consider applica- 
tions from any other source. We have sent 26 teachers to Yankton, S. D. 

The Pact is, matters do not go so much by chance as they used to in fill- 
ing vacancies. Time was when nothing was said or thought of changes till 
the end of the year, but nowadays teachers and school boards both have 
their eyes wide open. We happen to know as we write that a man now 
principal of a $1600 school will before the end of the year be appointed 
teacher in one of the normal schools. We are pretty well satisfied that a 
man now getting $U00 will have the $1600 place. If he gets it we have our 
eye on another man now getting $1100 who will be glad of the $1400 place : 
in every case because these men are especially fitted for these places and 
desirous of them. All this in January. Now next June some principal who 
saves his two dollars by not registering in an Agency will read in the morn- 
ing newspaper that Principal So-and-so has been appointed to such a chair 
in such a normal school, and will pack his valise, take the train, and hurry 
off to Principal So-and-so's present place to apply for his position before 
anyone else gets there. It vA\l surprise him to leai*n that the vacancy was 
provided for six months before— if he does find it out, He has saved his two 
dollars registration fee, but he has lost his time, his car-fare, and whatever 
chance he stood of the place. 

One year we sent Principal Poland, now State Superintendent of New 
Jersey, to the Jersey City high school at $2500 ; tliat left a vacancy at Ilion 
which we filled by sending Principal Winne, now of the Poughkeepsie High 
School, at $1600 ; that left a vacancy at Canastota which we filled by sending 
Principal Ottaway at $1200; that left a vacancy at Amsterdam Academy, and 
so on. 

Did you ever see people stand in line at the post-office waiting for their 
mail ? As each one is supplied he goes away, giving place to the next, and 
so there is a continual moving-up ; the man who keeps his place in the line 
will eventually get to the head. In no profession is there so frequent and 
so rapid moving-up as in teaching. To get to the top, do your work well 
where you are and keep rerfistered. Presently you will be the man that fits 
and will be elected, and if you do fit when you get there the Agency will 
keep its eye on you for the next fit. Try it. 

It is Important, however, not only to register, but to register in the 
Agency most likely to help you. Without reflection upon others it may be 
said with confidence that the School Bulletin Agency is safe and trustworthy. 
Aaron Gove, superintendent of schools in Denver, Colo., and late president 
of the National Teachers' Association, said in the Colorado Sclwol Journal 
for July, 1890: 

" The School Bulletin, edited, owned, and conducted by C. W. Bardeen, 
at Syracuse, N. Y., is an old and reliable school journal. Its proprietor is a 
school man and understands his business He is also at the head of an ed- 
ucational bureau As at present advised^ we are suspicious of bureaus tmiess 

we know the man at the head.'''' 

" The man at the head " of the School Bulletin Agency makes personal 
selection of every teacher recommended. Send for circulars. 

C. W, BARDEEN, Proprietor, Syracuse, N. Y, 






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